طراحی الگوی آموزش اثربخش مبتنی بر سبک‌های یادگیری در آموزش علوم پزشکی
محورهای موضوعی : -مدارک پزشکی
آذر سلیمانی
1
(دانشجو دکتری گروه مدیریت آموزشی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران)
هادی رزقی شیرسوار
2
(استادیار، گروه مدیریت آموزشی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران)
حمید شفیع زاده
3
(دانشیار، گروه مدیریت آموزشی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران)
کلید واژه: سبک‌های یادگیری, علوم پزشکی شهر تهران, طراحی آموزشی,
چکیده مقاله :
مقدمه: عامل مهمّی که به اساتید کمک می‌کند تا شرایط را برای یادگیری مؤثّر آماده کنند توجه به نوع سبک یادگیری دانشجویان است. هدف این مقاله طراحی الگوی آموزش اثربخش مبتنی بر سبک‌های یادگیری در آموزش علوم پزشکی است. روش پژوهش: روش انجام این پژوهش با رویکرد آمیخته (کیفی - کمی) است. در این پژوهش علاوه بر مطالعه اسنادی، از تکنیک تحلیل مضمون با نرم‌افزار MAXQDA12، برای شناسایی ابعاد و مؤلفه‌ها و شاخص‌ها استفاده شده است. جامعه آماری در بخش کیفی تمام خبرگان در حوزه آموزش و علوم پزشکی بودند که بعد از انجام مصاحبه 15 نفر از خبرگان اشباع نظری صورت گرفت که پس از تحلیل مصاحبه‌ها و استفاده از روش تحلیل مضمون مضامین باز، محوری و انتخابی استخراج گردید. در جهت اعتبار بخشی الگو نیز از تحلیل عاملی تاییدی و از طریق نرم‌افزار smart pls3 استفاده شده است. نمونه آماری بخش کمی شامل387 نفر از اساتید دانشگاه علوم پزشکی شهر تهران می‌باشند. یافته‌ها: یافته‌ها در بخش کیفی شامل 3 بعد 9 مولفه و 43 شاخص استخراج گردید.یافته‌های بخش کمی نشان داد که از بین ابعاد مورد بررسی، فرآیند یاددهی و یادگیری با ضریب 0.700 و در بین مولفه‌ها، آمادگی یادگیرنده با ضریب 0.875 و در نهایت طراحی آموزشی دروس پزشکی با ضریب 0.930 از بین شاخص‌ها بیشترین سهم را در طراحی آموزش اثربخش مبتنی بر سبک یادگیری برخوردارند. نتیجه‌گیری: نتایج نشان داد، برای ترسیم الگوی آموزش اثربخش مبتنی بر سبک‌های یادگیری در آموزش علوم پزشکی باید در اولویت به فرآیندهای آموزشی، برون دادها و در نهایت به درون دادها توجه ویژه شود.
Introduction: An important factor that helps teachers to prepare the conditions for effective learning is to pay attention to the type of learning style of students. The purpose of this article is to design an effective teaching model based on learning styles in medical education. Methods: The method of this research is mixed (qualitative-quantitative) approach. In this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software has been used to identify the dimensions, components and indicators. The statistical population was in the qualitative section of all experts in the field of education and medical sciences. In order to validate the model, confirmatory factor analysis has been used through smart pls3 software. The statistical sample of the quantitative section includes 387 professors of Tehran University of Medical Sciences. Results: Findings were extracted in the qualitative section including 3 dimensions of 9 components and 43 indicators. The findings of the quantitative section showed that among the studied dimensions, teaching and learning process with a coefficient of 0.700 and among the components, learner readiness with a coefficient of 0.875 and finally Educational design of medical courses with a coefficient of 0.930 among the indicators have the largest share in the design of effective education based on learning style. Conclusion: The results showed that in order to draw an effective training model based on learning styles in medical education, special attention should be paid to educational processes, outputs and finally to inputs.
1- Yaghoubi H, Vaghef L. The common and unique role of maladaptive cognitive emotion regulation strategies in predicting emotional problems of nursing students. Journal of Psychological Sciences, 2020; 19(90): 715-722.
2- Tafarojei A, Yousefi F. Relation of emotional intelligence to subjective vitality: mediating role of self-compassion. Journal of Psychological Sciences, 2021; 20(98): 283-294.
3- Scott E, Rodríguez G, Soria Á, Campo M. Are learning styles useful indicators to discover how students use Scrum for the first time? Computers in Human Behavior, 2014; 36: 56-64.
4- Tan AL, Liang JC, Tsai CC. Relationship among high school students’ science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education, 2021; 19(2): 313-32.
5- Ahmadi L. Analyzing Teachers' Concerns about Virtual Secondary Education (A Phenomenological Study). New Approach in Educational Sciences, 2022; 4(1): 35-41.
6- Jaladati S, bahrami M, hojatansari Z, shoshtarirezvani M. The relationship between job stress and pray in nursing students. New Approach in Educational Sciences, 2021; 3(1): 26-31.
7- Atashi, M, Minaian, A, Gharibpour AM, Irajpour M. Corona virus outbreak, Turn threats into opportunities in the field of information technology by turning to e-learning. Applied research in engineering, 2021; 4(12): 37-47.
8- Pourghfar L, Jafarzadeh Dashbalagh H. Virtual education - parent / student communication. New achievements in humanities studies, 2021; 4(37): 58-64.
9- Johnny S, Michael, N, Rahimi P. the effectiveness of cognitive-behavioral therapy via the Internet on reducing coronary anxiety in health care workers in Parsabad. Journal of Information and Communication Technology in Educational Sciences, 2020; 10(4): 129-145.
10- Haji Jamal, Mohammadi Mehr M, Mohammadi Azar H. Representing the Problems of Cyberspace Education Using the Happy Program in the Corona Pandemic: A Phenomenological Study. Journal of Information and Communication Technology in Educational Sciences, 2021; 11(3): 153-174.
11- Tan AL, Liang JC, Tsai CC. Relationship among high school students’ science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education, 2021; 19(2): 313-32.
12- Chatziralli I, Ventura CV, Touhami S, Reynolds R, Nassisi M, Weinberg T, Pakzad-Vaezi K, Anaya D, Mustapha M, Plant A, Yuan M. Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective. Eye, 2021; 35(5): 1459-66.
13- González-Calvo G, Barba-Martín RA, Bores-García D, Hortigüela-Alcalá D. The (virtual) teaching of physical education in times of pandemic. European Physical Education Review; 2021 12:1356336X211031533.
14- Kaini S, Motie LZ. Virtual vs Online: Insight From Medical Students. Comment on “Effectiveness of Virtual Medical Teaching during the COVID-19 Crisis: Systematic Review”. JMIR Medical Education, 2021; 7(2): e27020.
15- Liu J. Application Analysis of Virtual Simulation Training Platform in Practical Teaching. InJournal of Physics: Conference Series, 2021; 1961(1): 012035.
16- Ghanbari hamidabadi M, allipour, Z, Sadat hashemi, A, mohammadzade M. A Measure to Reduce Stress and Increase Academic Achievement in Students without Virtual Learning Equipment: A Post-Crown Perspective. New Approach in Educational Sciences, 2021; 3(2): 9-15
17- Lopez M, Arriaga JG, Álvarez JP, González RT, Elizondo-Leal JA, and Valdez-García JE, Carrión B. Virtual reality vs traditional education: Is there any advantage in human neuroanatomy teaching? Computers & Electrical Engineering, 2021; 93: 107282.
18- Hassani, M., gholam azad, S., Naveedy, A. Iranian teachers' Lived experience of virtual teaching in the early days of the coronavirus epidemic. Information and Communication Technology in Educational Sciences, 2021; 12(45): 87-107.
19- Maheswaran B, Kumarakuru H. Impact of Virtual Teaching and Learning in Engineering: A Study and Survey. In2021 ASEE Virtual Annual Conference Content Access, 2021.
20- Masterton G, Zargaran A, Zargaran D. Virtual teaching during the COVID-19 pandemic. Journal of Plastic, Reconstructive & Aesthetic Surgery, 2021; 74(5): 1101-60.
21- Padley RH, Di Pace B. COVID-19 lockdown learning: The revolution of virtual teaching. Journal of Plastic, Reconstructive & Aesthetic Surgery, 2021; 74(2): 407-47.
_||_1- Yaghoubi H, Vaghef L. The common and unique role of maladaptive cognitive emotion regulation strategies in predicting emotional problems of nursing students. Journal of Psychological Sciences, 2020; 19(90): 715-722.
2- Tafarojei A, Yousefi F. Relation of emotional intelligence to subjective vitality: mediating role of self-compassion. Journal of Psychological Sciences, 2021; 20(98): 283-294.
3- Scott E, Rodríguez G, Soria Á, Campo M. Are learning styles useful indicators to discover how students use Scrum for the first time? Computers in Human Behavior, 2014; 36: 56-64.
4- Tan AL, Liang JC, Tsai CC. Relationship among high school students’ science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education, 2021; 19(2): 313-32.
5- Ahmadi L. Analyzing Teachers' Concerns about Virtual Secondary Education (A Phenomenological Study). New Approach in Educational Sciences, 2022; 4(1): 35-41.
6- Jaladati S, bahrami M, hojatansari Z, shoshtarirezvani M. The relationship between job stress and pray in nursing students. New Approach in Educational Sciences, 2021; 3(1): 26-31.
7- Atashi, M, Minaian, A, Gharibpour AM, Irajpour M. Corona virus outbreak, Turn threats into opportunities in the field of information technology by turning to e-learning. Applied research in engineering, 2021; 4(12): 37-47.
8- Pourghfar L, Jafarzadeh Dashbalagh H. Virtual education - parent / student communication. New achievements in humanities studies, 2021; 4(37): 58-64.
9- Johnny S, Michael, N, Rahimi P. the effectiveness of cognitive-behavioral therapy via the Internet on reducing coronary anxiety in health care workers in Parsabad. Journal of Information and Communication Technology in Educational Sciences, 2020; 10(4): 129-145.
10- Haji Jamal, Mohammadi Mehr M, Mohammadi Azar H. Representing the Problems of Cyberspace Education Using the Happy Program in the Corona Pandemic: A Phenomenological Study. Journal of Information and Communication Technology in Educational Sciences, 2021; 11(3): 153-174.
11- Tan AL, Liang JC, Tsai CC. Relationship among high school students’ science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education, 2021; 19(2): 313-32.
12- Chatziralli I, Ventura CV, Touhami S, Reynolds R, Nassisi M, Weinberg T, Pakzad-Vaezi K, Anaya D, Mustapha M, Plant A, Yuan M. Transforming ophthalmic education into virtual learning during COVID-19 pandemic: a global perspective. Eye, 2021; 35(5): 1459-66.
13- González-Calvo G, Barba-Martín RA, Bores-García D, Hortigüela-Alcalá D. The (virtual) teaching of physical education in times of pandemic. European Physical Education Review; 2021 12:1356336X211031533.
14- Kaini S, Motie LZ. Virtual vs Online: Insight From Medical Students. Comment on “Effectiveness of Virtual Medical Teaching during the COVID-19 Crisis: Systematic Review”. JMIR Medical Education, 2021; 7(2): e27020.
15- Liu J. Application Analysis of Virtual Simulation Training Platform in Practical Teaching. InJournal of Physics: Conference Series, 2021; 1961(1): 012035.
16- Ghanbari hamidabadi M, allipour, Z, Sadat hashemi, A, mohammadzade M. A Measure to Reduce Stress and Increase Academic Achievement in Students without Virtual Learning Equipment: A Post-Crown Perspective. New Approach in Educational Sciences, 2021; 3(2): 9-15
17- Lopez M, Arriaga JG, Álvarez JP, González RT, Elizondo-Leal JA, and Valdez-García JE, Carrión B. Virtual reality vs traditional education: Is there any advantage in human neuroanatomy teaching? Computers & Electrical Engineering, 2021; 93: 107282.
18- Hassani, M., gholam azad, S., Naveedy, A. Iranian teachers' Lived experience of virtual teaching in the early days of the coronavirus epidemic. Information and Communication Technology in Educational Sciences, 2021; 12(45): 87-107.
19- Maheswaran B, Kumarakuru H. Impact of Virtual Teaching and Learning in Engineering: A Study and Survey. In2021 ASEE Virtual Annual Conference Content Access, 2021.
20- Masterton G, Zargaran A, Zargaran D. Virtual teaching during the COVID-19 pandemic. Journal of Plastic, Reconstructive & Aesthetic Surgery, 2021; 74(5): 1101-60.
21- Padley RH, Di Pace B. COVID-19 lockdown learning: The revolution of virtual teaching. Journal of Plastic, Reconstructive & Aesthetic Surgery, 2021; 74(2): 407-47.